Abstract
The current migration of Latino/as into the United States has many schools struggling to meet the unique academic needs of this particular group of students. Previous research suggests level of acculturation and perceived social support impact mathematics achievement amongst Latino/a students. The current study employed hierarchical and simultaneous multiple regression analyses to evaluate the effect perceived social support and level of acculturation reported by a sample of Latino/a students (ages 14–18) had on their mathematics achievement. The results revealed that one’s level of acculturation did not impact her or his mathematics achievement, while positive correlations between teacher and peer support and mathematics achievement were noted, with teacher support being the dominant factor. Limitations and implications of the findings for the field of school psychology are discussed.
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